Students + Sustainability
5 Ways Ball State Students can Go GREEN
Honors Creative Thesis
BY
Meagan Tuttle
Students + Sustainability
5 Ways Ball State Students Can Go GREEN
Honors Thesis (HONRS 499)
By:
Meagan E. Tuttle
Thesis Advisor:
Ball btate University
Muncie, Indiana
Submitted: May 2010
Expected Graduation: Spring 2010
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Abstract
As issues of sustainability become a higher priority in many sectors of our communities, college communities
are no exception . It is important for college students to have an understanding of these issues, The purpose of this
guide is to let students know why environmental responsibility is important while they are a part ofthe Ball State
campus community. Specifically tailored to Ball State University students, the guide explains the point of view of the
author on the issue of being a sustainable student. It provides information about the history of sustainability on
campus-from the creation of administrative committees to the purchasing of hybrid-electric vehicles. Finally it
provides recommendations for sustainable practices Ball State students can adopt, with emphasis placed on
recommendations that will require little time or money. The recommendations include the following areas of life: at
home, in class, how they get around, what they eat and what they buy. The guide is light and informal, so as appeal
to students' interests and not to seem like a traditional research document.
Acknowledgements
•
I would like to thank Scott Truex for advising me through this project. He was helpful in shaping my ideas and
providing support through the process of this project.
•
I would like to thank John Vann for his help and insight through the process of this project. He provided me
with very insightful advice and support. Additionally, he provided me with many examples of similar work
and articles that provided a basis for my brainstorming process.
•
Finally, I would like to thank the students who volunteered their time to answer my online survey that
allowed me to have an understanding of student's behaviors at Ball State University and their attitudes
towards environme ntal responsibility.
Students + Sustainability: 5 Ways Ball State Students can Go GREEN
Honors Creative Thesis
Introduction
As a student in the Honors College at Ball State, I have had the opportunity to have a learning experience that
presented me with information or opinions about issues, allowed me to think about them and challenged me to talk
openly about them with my peers. As a student of the College of Architecture, I have had the opportunity to practice
what I learn in a much more hands on style-my favorite of these techniques is working with groups of people to
help them create plans for their community. It was this combination of learning styles that has helped me realize
that I would like to work in community development after I graduate . I have also become interested in issues of
sustainability, and how environmental issues can be taken into consideration when working with members of a
particular community. It was from these realizations that the idea for this creative project came about.
Looking around Ball State, I notice many things that the university has done to become more sustainable, or
a greener campus. There are LEED certified buildings being erected around campus; there are recycling bins in nearly
every office, classroom, dorm room and dining hall; the campus vehicle fleet is equipped with many electric and
hybrid-electric cars and buses; the largest geothermal project is being constructed. I notice these things because I
am aware of these types of green alternatives and their impact on our environment. However, when I would talk to
other students on campus, I began to notice that they knew very little about what sustainability was and what the
university was doing to be a greener community. When it came to student's awareness of sustainable alternatives,
the various efforts that the university was investing in were no more than part of the scenery that made up campus.
Because I was used to discussing big issues with fellow students in my honors courses, and because I enjoyed the
aspect of my major which allowed me to help create a plan for the future of communities, I decided that I wanted to
prepare a message for Ball State University students to address this apparent lack of concern for environmental
responsibility.
Product
This guide for students took the form of an 8-inch by 8-inch color booklet that contains both text and
photographs; it includes 14 pages of information. While it seemed counterintuitive to speak to students about going
green and then creating a printed document as my final product, I decided that it was the best media to utilize to
deliver my message. In an age of students being overwhelmed with junk emails and being provided with links to
websites that they may never visit, I thought that by preparing something that could physically be distributed to
students I might have a much better chance of delivering my message.
It has been my hope through the process of this creative project, that this guide could eventually be
something that would be printed and distributed to Ball State University students. I want it to be hands-on guide,
rather than a creative project that will simply sit on the shelves of Bracken Library. I have discussed options for how
to make this goal possible, and am still searching for the appropriate sponsor and venue for delivering the final
product to students.
Content
First and foremost, I did not want the guide to have a formal research paper style or tone . The tone of the
written portions of the document are very informal and in a style that sounds more like a conversation than a
lecture. I wanted the graphic design of the document to be interesting so that students would be engaged while
learning about environmental responsibility.
There were several topics that I wanted to address in the guide. I began by introducing myself and my
intentions to students. I wanted to let them know that while I am not an expert on the subject of sustainability, I
have done a lot of research and engaged in many discussions surrounding the topics that are presented in this guide.
I also wanted to send them a message about why students should care. After conducting an online survey in which
students volunteered to participate, and talking with peers, I learned that most students' first reaction to the idea of
sustainability was that it would cost them a lot of money or provide them some sort of great inconvenience. I made
sure to counter these points by providing recommendations that would not require a lot of either, but rather might
end up saving them a little of both. I pointed out that our concern for environmental issues is crucial to our ability to
live in a world that is comfortable, safe and healthy; I reminded students that we are the next generation of adults
that will make decisions impacting on our environment, economy and future generations. Additionally, I provided a
timeline of a few notable sustainability initiatives that the university has engaged in, to provide a better
understanding of the decisions that are being made to ensure that our campus becomes a greener community.
Finally, I moved into the recommendations themselves. Through the research I conducted and the
conversations I had with advisors, I decided that the recommendations would best be organized into five categories,
which became the basis for the title of the project. The five categories were: home, school, travel, eating, and
shopping. Within each of these categories were three recommendations that students could try to implement into
their daily lives.
Research
As I have been interested in the topic of sustainability for quite some time, it was difficult to determine what
research was done specifically for the purpose of the creating of this guide, and what information I read at leisure. It
is safe to say that I have explored over 100 various articles, websites, blogs, books and other sources of information.
There were 16 sources of information that were directly cited in the guide. There were 10 sources that I listed as
sources consulted because I felt that they had a significant impact on the issues raised and points addressed in the
guide.
I created an electronic survey which was administered through Survey Monkey. Students were sent a link to
the survey and asked to participate. Nearly 50 students volunteered to answer questions regarding their attitudes
and feelings towards sustainability, their typical behaviors, and their level of consumption of everyday resources.
also sent an email to faculty members across campus asking for time to speak with them about issues of
sustainability on campus. I asked questions such as what classroom policies or practices the engage in that could be
considered green, whether or not course content includes connections to sustainability, and what types of behavior
or policy changes they would like to see across the campus community.
Other Elements
There were many other components to this creative project that I engaged in beyond the final deliverable
project and the research that I conducted. These included creating a website and a social networking group for the
project, making a presentation to the Council on the Environment, joining Students for a Sustainable Campus, and
adopting the recommendations that I made in the guide.
My first step was to create a Google website to organize and share the research information that I was
collecting for my project. It was my goal during this project to print as few papers as possible. Therefore, I used this
website to keep track of all of the articles I had collected and notes I had taken on my research in an electronic
format. The website had a feature which allowed me to share the site with members I invited . I shared this site with
my adviser and several other faculty and administrators as I worked on this project. This allowed me to easily share
my information with them to form a starting point for discussion and recommendations.
Secondly, I created a "Facebook Group" titled the same as the project. This allowed me to spread the word
on what I was doing, look for suggestions from fellow students, and ask for volunteers to participate in the online
survey I created. Periodically, I would share a bit of information I had learned through my research by posting on the
group's main page, or I would list a series of web sites that I had found particularly interesting and helpful. The group
currently has 145 members; this number is not quite as large as I had hoped, but I do believe that this sources of
information helped recruit volunteers for the electronic survey I conducted.
Next, I presented the idea for my project to the Council on the Environment. Because I know that COTE is a
clearinghouse for sustainability efforts that are taking place on campus, I wanted the council to be aware of my
project. Additionally, as I mentioned before, I wanted to have the guide printed and delivered to students. Because
COTE has recently been looking into a marketing campaign to raise awareness for the council, I initiated a
conversation about the guide becoming the advertising element to students. The committee seemed particularly
excited and interested in my project and the opportunity for partnering for marketing. However, as of yet nothing
formal has resulted from it. I also started attending events held by the campus group, Students for a Sustainable
Campus. I learned more about the issues that students care about through the activities that we held, and was able
to share some of the ideas and information I had learned with others in the group as well.
Finally, I tried each recommendation that I put into the guide for students. All of them had virtually no
negative impact on my time or money, and resulted in positive outcomes. I spoke with all of my teachers at the
beginning of the semester and received approval for submitting my assignments electronically. If there was an
assignment that could not be submitted in electronic format, we discussed my ability to use alternative formatting
styles to cut down on the amount of paper and ink that were required of the document. My roommates and I make
a conscious effort to reduce the amount of energy and water we use in our home by following the steps that were
recommended in the guide-and then some! I'll admit that there were days when circumstances prevented me from
being able to walk everywhere I went-be that rain or time-but I made it a part of my routine . I began frequenting
the shops in the village more, and changed the places that I shop for groceries and other necessities. And finally, I
have been a vegetarian for nearly 2 years and rarely visit drive-thru restaurants. With each new behavior I made part
of my daily routine, I felt like I was more prepared to talk with other students about their implications, and felt like I
was truly making a difference.
Reflections
In the early weeks of my project, I had such excitement for the outcome and tried to seek out anyone and
everyone that might possibly be interested. I soon became overwhelmed, as each individual had a different idea for
what direction I could take with the final product. After our discussions, I would take important messages that had
been given to me, see how they fit into the overall scope of my work, and continue on with my plan. Sometimes it
was difficult, as I would feel their excitement and want to make this project into a very elaborate creation with many
different components. However, due to the fact that my circumstances limited my ability to go too overboard, I
ended up sticking primarily to my original plan for the final outcome .
I was very lucky to have the advice and support from many individuals around campus. As much as I felt that
I was "in the know" on issues of sustainability on campus, I learned a lot about things that were going on so far
behind the scenes that I had never even heard ofthem . I found individuals who were even more passionate about
environmental responsibility that I was. I learned of members of the Ball State community that were also reaching to
far-off places to help even more individuals learn of the importance of greening our lives. It was very exciting and
inspiring to be guided by these individuals.
Conclusion
I feel that this creative project has been a capstone to my education in many ways. First, I have been able to
find a way to merge the two very different learning styles that I have been exposed to in an independent learning
environment. I was able to use this project to explore the way I would potentially work within a community of
individuals-to understand their current conditions, behaviors and beliefs and help to provide recommendations and
open up a discussion regarding the issues I learn about. I have also had the opportunity to see my education
transformed into a passion. I have found myself increasingly becoming interested in issues of sustainability and
green alternatives to our traditional ways of life.
This project has also exceeded my expectations in many ways. I never expected to have been able to reach
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out to so many individuals across campus-administrators, faculty and students-in order to raise interest for a
cause that I feel deeply about. My research process has changed my opinions on some issues slightly, and brought
others to my attention that I previously did not have knowledge of. I have been able to have conversations with
students and helped them to see the importance of caring about these issues as well. I have lent books that I
enjoyed to other students to read, recommended websites, products and behaviors to friends. I am hopeful that
eventually this final project will be able to reach the hands and minds of students, and that my message about
sustainability on Ball State's campus will be able to help make change recognizable from the students' persepectives.
Sources Cited
lBall State Daily News Reporter.
U
Going Geothermal; university plans to install the largest system in the country."
Bal State Daily News Online Feb 6, 2009. Accessed: March 10, 2010.
<http ://www.bsu.edu/news/articie/O.1370.--61190.OO.html>
2
Ball State University Green Committee 2. J. Culp. 2000-2003 . Accessed March 6, 2010.
<http://www.bsu.edu/g2/#declare>
3
CLiF Bar 2 Mile Challenge . Clifbar.com 2009-2010. Accessed: AprilS, 2010. <http://2milechallenge.com/>
4
Cook, Orrin. UEnergy Tip #10: Remove wall warts and eliminate electricity vampires." Terrepass Sept 11, 2006.
Accessed: March 10, 2010. <http://www.terrapass.com/blog/posts/energy-tip-10-remove-wall-warts-andslay-electricity-vampir>
SDoppelt, Bob. The Power of Sustainable Thinking. Sterling, VA: Earthscan, 2008.
6
uGeothermal" Energy Kids. U.S. Energy Administration . Accessed March 6, 2010.
<http://www.eia.doe.gov/kids/energy.cfm ?page=geotherma I home-basics>
7uHow much water do you use at home on a typical day?" Water Science for Schools. U.s. Geological Survey.
Accessed March 8, 2010. <http://ga2 .er.usgs.gov/edu/sq3action.cfm>
8Kenyon, Kevin. Personal interview. March 2010.
9
Markham, Derek. "10 Eco Driving Tips to Save You Fuel and Money." Planet Green Sep 18,2009. Accessed : March
3, 2010. < http://planetgreen.discovery.com/tech-transport/eco-driving-save-fuel.html>
lOPearce, Fred. Confessions of an Eco-Sinner. Boston, MA: Beacon Press, 2008.
llPollan, Michael. "Farmer in Chief." Times Online Oct 9,2008. Accessed: AprilS, 2010
<http://www.nytimes.com/2008/10/12/magazine/12policy-t.html? r=l>
12 Rockler-Gladin,
Naomi. uGreen Tips for college students." Suite101.com Jul 9, 2007. Accessed: March 6, 2010.
<http://coliegeuniversity.suitelOl.com/article.cfm/green tips for college students>
13
Talloires Declaration: University Presidents for a Sustainable Future. H. Weber. Accessed March 10,2010.
<http://www.iisd.org/educate/declarat/talloire.htm>
14 Vaze, Prashant. Economical Environmentalist. Sterling, VA: Earthscan, 2009.
1S/IVegetarianism and the Environment: Why gOing meatless saves the planet." Vegetarian Guide J.Robins,200l.
Accessed : March 1,2010. <http ://michaelbluejay.com/veg/environment.html>
16/1What to Recycle" Muncie Sanitary District Accessed : March 3, 2010.
<http ://www.munciesanita ry.org/recycl ing/what-to-recycle/>
Various Students . Anonymous Survey. March 2010.
,
Sources Consulted
Barlett, P. and Chase, G. Sustainability on Campus. Cambridge, MA: The MIT Press, 2004.
Friedman, Thomas. Hot, Flat and Crowded . New York, NY: Picador, 2009 .
Hayes, Dennis. The Official Earth Day Guide to Planet Repair. Washington, D.C. : Island Press, 2000.
Hill, Tessa . The Everything Green Classroom Book. Avon, MA: F+W Media, Inc., 2009.
Lynas, Mark. High Tide. New York, NY: Picador, 2004.
Ridgeway, J. & St. Clair, J. A Pocket Guide to Environmental Bad Guys. New York, NY: Thunder's Mouth Press, 1998.
Siversten, Tosh and Linda . Generation Green . New York, NY: Simon Pulse, 2008.
The Daily Green Hearst Digital Media 2010 <www.thedailygreen .com>
Various Students. Anonymous Survey. March 2010.
BSU Cardinals
Reduce, Reuse,
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College is a time where each and everyone of us is tryin9 to define who we are' We decide what to study,
what career path to pursue, what political or social institutions to ali9n with, and what values drive our decisions'
I think it's safe to say that most of us share a few values in common; for example, We value a 900d education and
trustworthy relationships with our friends' But where do environmental values fit into the scheme of decisions
that demand our attention? In a world of classes, part-time jobs and extracurricular activities, thinkin9 about
environmental issues mi9ht be the last thin9 on our mind· flft;er all, We are in col/ege to learn, make friends and
have fun-- not save the world! But what if I told you that by concernin9 ourselves with environmental issues,
even if only a very small bit, we would be able to ensure that we are livin9 healthier, happier, and more rewardin9
lives?
When I first came to college I had no idea about environmental issues' I certainly had no clue what the
word 'sustainability' meant· But as I have 90ne throu9h my 4 years here at B5U, I have learned that issues of
sustainability are tied to every aspect of my experiences here' 5ustainability is not only about environmental
issues' It's about how to save money and resources, which I know we could all use a little more of! 5ustainability
is about how to make sure that we are doin9 less damage to ourselves and the world around us· It's about ensurin9
that generations of B5U students will be able to enjoy the same traditions we did as students, rather than Iivin9
on a crummy, exhausted campus because we weren't more careful about the deCisions we made'
You may be wonderin9 what makes me qualified to talk to you about issues of sustainability on campus'
While I am not c/aimin9 to be an expert, I have done a fair share of research (all of which you can view by 100kin9
at my full project in the library)' I have also tried out the thin9s I have recommended to you-- and more! 50me
thin9s fit into my current lifestyle, others I added to an arsenal of options I will choose from later when I have
more flexibility' Finally, I have interviewed B5U students, faculty, and administrators to find out what they are
currently doin9 and what they would like to see change' Backed by my research and conversations, I feel that I
have a solid set of facts to stand on, and that the recommendations I make to you are worth a shot·
fls you are 100kin9 throu9h this 9uide, keep one thin9 in mind: You cannot simply vow to all of a sudden
be "9reen'" Decidin9 to be a 9reen student isn't like startin9 a new c/ass-- just wakin9 up on the first day of the
semester and rollin9 in a few minutes late not knowin9 what to expect· Bein9 a 9reen student is all about chan9in9
the way we think and makin9 choices based on our new ideas' You have to make one or two small changes at a
time and believe that they will have positive results' If you decide to adopt every behavior that I propose in this
9uide all at one time, you will find yourself overwhelmed, and will be less likely to see the positive outcomes of
your changes' Pick one or two behaviors and focus on how those will fit into your everyday life without puttin9
your education or other commitments in jeopardy' Once you have been able to master a few behaviors, you can
move on to add others to your lifestyle as well!
If you want to know how to do more to become a sustainable student, look at my thesis project
description in Bracken L-ibrary· There are tons of resources for you to utilize' Even if you decide that this isn't
the ri9ht time for you to start livin9 sustainability, challenge yourself to think about the impacts of your behaviors
and how they mi9ht affect your choices in the future'
/YIea9an luttle
As students tiere, we Have a lot of power to make
choices that are better, for our env.ironment.
ref orestatlon
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